Shooting Stars

Notes on poem and

critical essay advice
Shooting Stars – key features of form and why
used.
Dramatic Monologue – Duffy adopts persona of a Jewish
prisoner so that she can better understand what these women
endured during WWII to help prevent such horror being
repeated in today’s society. Makes it easier for us to identify
with character. Conveys first-hand experience = thoughts
and feelings
Use of first person narration (‘I’) – third person narration is
detached, we can’t identify with a specific person as he/she is
used – more anonymous, first person makes us aware that we
are focusing on a specific person, their thoughts/emotions/
plight and helps bring more gravitas to the woman’s suffering.
Duffy is giving this woman a face/individuality/identity when
ironically the Nazis see her only as part of a collective identity
– Jewish.
Use of present tense/second person (you)

Present tense – whole point of poem is to make us aware we

cannot forget the Holocaust otherwise such horrors could
be repeated. She doesn’t use past tense as it locks these
events in the past. Present tense gives events sense of
immediacy and confronts us with the horror. It makes it
appear as if these events (rape/torture etc) of the women are
happening as we read poem – horrific/deeply unsettling –
also suggests this is still occurring throughout the world
today.
Link with second person – puts us in the camp/situation of
the women and asks how we would feel – prevents us from
being passive as we almost find ourselves in the camp looking
on in the situation (and almost participating by failing to
prevent it) and forces us to be more active in finding
solutions to these issues in today’s society.
 Shooting Stars
Significance of the title:

The title has multiple meanings which engage the readers’ emotions
and convey the horror of the situation:

1. Shooting of the Jews adorned with the Star of David – had to wear
on their clothes to identify them as Jewish – they were seen as
having no individuality – see poem.

2. Metaphoric comparison of the Jews with meteors called shooting

stars, which are beautiful and unique, but also short-lived.

3. Sarcastic reading = reference to the Nazis themselves. This

reading implies that the soldiers were ‘stars’ at shooting the Jews.
Rebecca Rachel Ruth
Aaron Emmanuel David, stars on all our
brows
beneath the gaze of men with guns.
 Use of first person - First person is more direct – it engages the
‘our’readers’
suggests emotions
the numbermoreofeffectively
sufferers –than thewishes
Duffy use of toa detached
convey that
Use
narrator of present tense (‘speak’, ‘break’ etc.)  makes ustofeel
life;as
this is notwho simply recounts events.
an unusual/individual It brings
occurrence the were
– there situationcountless
makes if this is‘No
it during
seem just takingspeak’
longer
more place, which againtoincreases
pretends be events
dead to the horror,or
ofsurvive
sufferers WWIIreal to the
punished reader
for their(makes
cultural/religious poem
identity.more
revulsion
disturbing/immediate).and pity
shocked intoetc.
Thiswe
silencefeel.
by us
helps Suggests
what she has
to realise torture, rape, murder
experienced
the suffering or
which
etc. is already
experienced by
deadtheyand many
Duffywomen today = D’s main
is reanimating point
wasour
‘break caused.
fingers’ – shows are holding hands to her offertoone
give her the
another
womenvoice/life
are still suffering/being
that their
was taken oppressed
from her? we have learnt
solace/comfort – reveals compassion/gentility despite the
nothing from the past.
atrocity/violence they are enduring.

After I no longer speak they break our fingers

to salvage my wedding ring. Rebecca Rachel Ruth
Aaron Emmanuel David, stars on all our brows
beneath the gaze of men with guns. Mourn for our daughters,
D’s uses
Star of alliteration
of David metaphorically – furthers the contrast
described asbetween
by DThese being the Nazis/Jews:
tattooed onthem the
prisoners’
All Jewish names. Names identify people. names identify as
soft ‘b’ sound
foreheads assoifisaUse
used offor
target forthe
the
personal Jews,
soldierswhereas
possessive who thebe
will
pronounharsh
doing
– ‘g’ sound
the is used
shooting
emphasises how– to
being Jewish draws attention
Daughters to their cultural
(poem the
Shows ID
is aboutwhich
male sentences
aggression, them soto
describe
‘Salvage’ the Nazis (guns = violent). nature of each: the Jews are
again
death. Their– names
builds interesting
on idea thatlexical
littleseparate
the their
women
poet’s
choice
them havefrom
sympathies
-–usually
religious/cultural
no means
identity
identity,
everyone
areare no
else
obviously
to save
marks
freedom,
– the something
them
and
Nazis
withbrutal
women). for
see death.
herthem
gentle
of people
value from who a are victimised;
wreckage.
theasring = symbol Here, the Nazis
this word the
shows
of love/marriage/connectionharsh,
the brutality of the
as Jewish and not individuals
Women and
have that
sons iswho
why go speaker
on to gives with
us their
perpetrate this –
oppressors.
Againwoman’s
D persecutors
suggests their as
personalit suggests
identity they value
(earlier usethe
of ring
names) morehas than her
been
names – so theyanother have athat’sis taken
voice/ whyaredue
nottoforgotten
she the small
says = monetary
to mourn Duffy’s value
point
for them. the
in writing
poem.life. as
erased They value
to the Nazis
Nazis material
they
will goods
are
gain over
all marked
from it – thethebylives
the of
women others.
same
are Duffy
symbol.
left with uses of
Only
nothing
‘beneath
contrast
identity thetogaze’
= Jewish. their=own.
compare suggests
the gentle superiority
nature of ofthe
NazisJews– consider Jews beneath
vs. the brutality of
them.
Lack Suggests–the
of commas
Nazis. Jews are
suggests more passive/can
names to do come nothing
and so to more
escape the men
people will
Mourn for the daughters,
upright as statues, brave.
 Use
Use of of simileperson
second compares theiswomen
– who ‘you’? to statues. Another
– soldier? It tells us thatOr
Jew? they areDuffy
us?
brave
could bebecause
blaming like statues
us for doing the women
so little don’tthose
to help move. who Even when
suffer todaythey are here
– and
facing death,
suggests they stand upright
our complacency in doingand do notand
nothing flinch or cower.
almost watchingIt may also tell
passively
us of the
without carefear the women
as others sufferexperience.
– ‘waited forThey may not
the bullet’/ be able
‘would not to move
look at me’ –
through our own guilt/lack of action to prevent/or even acknowledge how for
through fear – they may be petrified. (Petrified = from the Greek word these
stone. Its literal meaning is ‘turned to stone’. Statues are
women suffered? Suspense/tension – fellow Jews know what will occur but are often made of
stone soto
powerless this is an effective
prevent comparison).
it – enhances their suffering/pain.
upright as statues, brave. You would not look at me.
You waited for the bullet. Fell. I say Remember.
Remember these appalling days which make the world
for ever bad. One saw I was alive. Loosened

‘Remember.
Use of enjambment Remember’ - Repetition
– carries on to next forline/stanza
emphasis and – Nazi intensity.
soldier is
Duffy’s whole Impersonal – shows they (Nazis) are without
‘Fell’
At - Image
start
taunting and
his endofpurpose
victimherand
of line –intowriting
slumping
startsstress this
to the
slowly poem is
ground
it. loosening
Important for
after us
beltto
the
words
his –understand
shot.
go knows how
there.
she she will
such identity to the Jews as the Nazis all treat the Jews
Duffy
be ishorrors
Connotations
raped and have
emphatic occurred
(suggestions)
he (forceful)
does and
toword
this about how
implies:
the
increase ifher
fact our
sheactions/views
to ‘fall’
wants
fear. Usein wartime.
such on atrocity
an
of enjambmentothers
Thosedo–who
not (soldiers
improve, in the
people same way – torture/afflict pain etc. It is just
died
remembered.
slows in
She
down rhythm aswill
battle) continue
doesn’t
eye Jews
want too to
people
travels survive.
towere innocent
thetonext forget
linewhatvictims
and has
we can of the war. inthis
happened
imagine
another soldier who will cause more suffering.
the
poorpast,
womenand waiting
what suffering could again
for the inevitable (asoccur in the future
we passively readif towesee
failwhat
to beis
Duffy
tolerantasthe
happening)
‘make ofa other
feminist
to occur
world focuses
races/religions
knowing
forever onshe
bad’ –women’s
etc.
is powerless
even if weplight during
to helpWWII
pretend/fail it. D –ismost war
deliberately
to acknowledge
poetry
graphic focuses
here so
such events onwethe
occurred, canmen
notwho
the shy died
willon
away
world fromthe seeing
forever battle field.
be taintedwhat by Shewomen
the sees the
women
The
endured. ascapitalised
‘R’ is just aswe
Again
power/prejudice courageous/noble
for implicit
are
unless emphasis
we useinour too.
this and is shocked
woman’s
understanding atthe
suffering
of how as they have
thetopresent
past help
been
tense forgotten.
preventdraws
suchussuffering
in to thefromeventbeing
as it repeated.
occurs – deeply traumatic and
disturbing to the reader which is what D wants – to shock us in to action.
 Remember these appalling days
which make the world forever bad.
Between the gap of corpses I could see a
child.
‘gape’ - facial expression – disbelief, surprise. Metaphorically it is applied to
her‘Ragged’ – thisand
bowels here, lexical
not choice
her face.suggests
No face extreme violence
is mentioned (a ragged
here. edge
Suggests she
is is the result
faceless of ripping
to him, one ofvigorously)
many, not here applies toHer
an individual. the identity
woman’s hasflesh which
been
is ripped
erased. Heapart in thethis
has done brutality
to manyof the rape and
women – deeply harrowing
causes for us to think
him no shame/guilt etc
about and D
– deplorable howis deliberate
the women’s in upsetting
suffering us here so we don’t
is meaningless easily
as they do forget the
not view
aggression
them of this image.
as individuals.
his belt. My bowels opened in a ragged gape of fear.
Between the gap of corpses I could see a child.
The soldiers laughed. Only a matter of days separate
this from acts of torture now. They shot her in the eye.

ALack
gap Again
in
of traffic
Children emotion suggests
symbolise/represent
factual
from traffic
statement
the is
soldiersbusy;
overgap
conveying thewill
hope/life/vitality
their only–which
inevitable
action
etc. last –aDsecond.
they is
can
and
echoed
grow
the upin to
make
D’s short
reader
a difference
sentence
know that
in/casual
the
thefuture.
women
tone–Here
she
will doesn’t
this
encounter
child’s
need
constant
lifetoiselaborate
cut torment
short on
which
how
As thefeels
again
she child
from is inNazis
suggests
towards
the the
D’sthegap ofdeath.
doubts
until corpses
soldiers’ it suggests
of aactions
brighter
Death –almost
and
shemore
hasthere
appears
been areso
tolerantamany corpses
comfort
shocked – by and
society.
the
thechild
seewill
Jews’ be one
stanza 5. soon
suffering that sheconfirmed
too has been in ‘They shot herdeadened
emotionally in the eye’by– the
statement
repetition–oflack
the of emotion attached to it – the Jews have seen this happen
atrocities.
so many times before, they have had to shut down emotions to enable them
to cope – again applies to us here – seeing the same event occur repetitively
in today’s world (e.g. war, famine etc.) it can fail to register an emotion – D
wants to be overwhelmed with sorrow and pity every time it occurs so we see
and empathise with each individual who is in pain.
Only a matter of days separate
this from acts of torture now.
My bare feet felt the earth and urine trickled
down my legs until I heard the click. Not yet.
A trick.
 Use of rhetorical question/ second person - invokes the reader directly. It
places us right there in the horror of the situation and asks us to consider
how we would face death – again puts us in a very uncomfortable position
as D is asking us how we would try to cope in this situation/environment –
again to provoke us in to reaction – wanting us to avoid intolerance in the
present.
How would you prepare to die, on a perfect April evening
with young men gossiping and smoking by the graves?
My bare feet felt the earth and urine trickled
down my legs until I heard the click. Not yet. A trick.
Bodily functions
April  Easter –highlights
Crucifixion theextremity of the woman’s
Jesus’ sacrifice terror – again
to save mankind. here in
Speaker
the DSuggests
further
Nazi exemplifies
soldiersensitivity
taunts of
the
his the
cruel
victim Jews
byand– sadistic
in touch
making her nature
with
think their
of the
the gun Nazis
is loaded.
the poem wants us to remember to prevent it happening again. Duffy
who
surroundings/God
remain unaffected etc. by the torture they have inflicted on the
believes
‘Not yet’ – Jews/these
again she knowswomen and died
weintoo
vain
arebecause
aware that we she
haven’t learnt
will be from it.
shot.
Jews.
Use of ‘bare’ – suggests vulnerability of the Jews –
The impression
The soldier of
exposed/unprotected
Contrast of April mental
takes
and torture
sadistic
etc.
Death. the mirrors
which
Spring woman
pleasure suffers
fromtheir
symbolisestoyingnew is life
withemphasised
position his
in victim.
etc. and byby the short
sentences and
We naturally
society/the
contrasting the
world
with end
feel
the of thethis
intense
during
women’s line. Full stop
sympathy
time.
imminent for = strong
the
deaths Jews punctuation
and hatred
it strengthens mark
thetowards – and
emotion
creates
the aNazis.
makes itpause and creates tension and a real sense of the experience of the
more poignant/powerful.
woman.
Evening
Internal – day– coming
rhyme to a‘trick’-
‘click’ and closeThis
symbolises
echoes the
the lives
pauses of the Jewsby
created within the
the full
campand
stops, coming to an the
recreates endnear
= certainty
silencewith which this
the woman will occur
would – night must as
have experienced
come
she etc.to hear the click of the gun. (onomatopoeia)
waited
After the history lesson children run to their
toys the world turns in its sleep
D uses parallelism/parallel sentencing to convey that the event has been
forgotten by the world in general – ‘after’ suggests time has passed since these
Again suggests it could be anyone as
events which makes it easy for us to ignore what has happened. Duffy is trying
we know this torment was not an
to create awareness to make us remember (compare with repetition of
isolated case – compare – ‘one’ / ‘they’
‘remember in stanza 2.) parallelism = sentencing / repetition = word choice
(could link to use of present tense)
After immense suffering someone takes tea on the lawn,
After the terrible moans a boy washes his uniform.
After the history lesson children run to their toys the world
turns in its sleep the spades shovel soil Sara Ezra…
The
Links firsttofour
Interesting
Ellipsis (…)
idea stanzas
lexical
incomplete
of ‘boy’ are
choice horrific
soldier– why
sentence: due
in previous to the
do suggests
you linedescription
think D uses
and
list of
shows ofthe
here?
dead theextent
could action,
Whatgo on ofbut
does theit
and
Alliteration
stanzaContrast
5Disabout between
- repeated
perhaps the
even‘s’ horrific
sound and
(soft) the reinforces
domestic ofthe
– clearly
idea of
Isalludes
sleepy to
Again
suggest
Continues
damage
on unless forces
previous
ignorance
we put usan
this too
boy
idea
canendto–more
see
soldier
causeidea
to suchhorrific
them
–who
ofboy as
has
sleep because
individuals
prejudice/
knows committed
= lackno of
suggests the
ratherjuxtaposition
rape? than Das
attention/forgetfulness
other waythey to have
treat abeen
trying of to
these the
forgetfulness.
the rape
horrific with (‘terrible
the ‘sh’ which
domestic. sound
moans’) (harsh)
and torture
to Nazis
help (‘immense
us remember suffering’)
what theoccurred
thus D of the
collective
reduce
over what
prisoners
forgotten hishas
soidentity
culpability?
and occurred
this
were propagates
never inisThis
thehow
known contrast
the the
past violence
as serves
– ‘turns’ too
individuals
– toso
see
–it almost
keeps heighten
them
the – we
shunning
continuing
list of horror
often
those
all as
thoseitthink
who
does
who of
–thethe
poignantly
situation reality
5-6 (could
million ofdepicts
itJews
compareis disturbing
how
who commonplace
with and this
April/death
perished but isperhaps
why
these
of we
stanza events
strive
4).
never have
so vehemently
The
truly become
reader
think feels
about the
have
today
died
Suggests suffered
can’t
through be
throughby metaphorically
completed
lack of
lack understanding
of (mass turning our backs
graves/incineration/lack
education/guidance of different this on them
cultures/religions.
boy is or and we
destruction
emulating are
thoseof
to and
avoid/ignore
sympathy
lives ofagain
the the
andvictimspityit.lack of remorse/guilt
foreach
the Jews. It istheir
as an individual. in theLack
horrific Nazisof(could
because it draws
commas compareour attention
again to show
therefore
records
around not
etc.)
him ashonouring/respecting
children/teenagers do – memory.
has no suitable role model
to‘thewith
the
they waystanza
children’
are these
not 1,atrocities
here
divided3, are 4 etc.)
up usas – individuals
or
havethese
today’s
becometruly abhorrent
children who only
commonplace
but rather actions
despiteever again
knowing
(parallels
seen as about
obviously
a
amongst
Continued
WWII
with provoke the
prisoner
today) in
us Nazis
next
tocamps and
line where
contempt/anger subsequently
still ‘run D topersonifies
for
[our] he
thetoys’ is doomed
the shovels
perpetrators.
after to
hearing repeat
– shows their
about them again(‘the the
group/one identity.
Again lack of punctuation esp. lines 3-4 speeds up the rhythm of the poem
atrocities.
lack
historyof feeling
lesson’) attached
as we are to themore burial/deaths
focused onas thehave occurred
triviality of ourso ownmany lives
to echo how frequently these events occurred and again shows how
times
rather
e.g. before
‘After
Likewise thanthe
D and
the
terrible
suggests thismoans
profundity is
thatexemplified
ofaothers’
we boy
are by
washes
doomed the to
suffering. shovels
his uniform’
repeat digging
D continues
the the
suggests
errors graves
to bring
of rape
the us on
or
past
rapidly lives can be lost through failing to accept other cultures/ one race
their
murderweown
directly
ifbelieving
too indo
has Creates
to
justthetaken
not poem
have deep tosympathy
place
better force us to
(‘terrible formoans’
education/guidance the innocent
analyse/contemplate
of Jews
anguish/distress).
(link to next ourline
own ofThe
themselves to be more dominant etc.
actions/ignorance
soldier
stanza) casually washes so we hisare no longer
uniform which complacent.
shows his lack of guilt/anxiety
over what he has just done etc.
 Tell them I sang the ancient psalms at dusk
inside the wire and strong men wept. Turn thee
unto me with mercy, for I am desolate and lost.
Rhetorical question/ second person – we should all consider each other even
if we are far apart/ a different race/culture/religion – (again note how D is
directly appealing to women here to remember each other so women are
treated as equal to the men who fell during the war. )
(Also ‘seas part us’  metaphor for being separated/marked apart from rest
of humanity because of religion/time etc) but D forces us to see that this does
not give us an excuse to forget.
Sister, if seas part us, do you not consider me?
Tell them I sang the ancient psalms at dusk
inside the wire and strong men wept. Turn thee
unto me with mercy, for I am desolate and lost.
Psalms  songs from Old- Testament.
role reversal it’sJews believe only in the Old
‘dusk’ (compareculturally
with ‘evening’ more
stanza accepted
4 – dusk when= ending of
‘them’ –
Testament. everyone
Comes from Usually
the who’s
psalmsleft (fellow
were Jews
about to affirm
tolerance, their faith.)
strength andItupon
isabsolute
likely this
the daypsalms:
women =cry. ‘turnare
Men
symbolises thee theunto
another ones me, isand
lifewho are
abouthave to mercy
meant endto– be again me; for
also
I amapplies
faith indesolate
God as to the
andNazis
deliverer
brave, but as deliver
(to
afflicted’
here the

they woman
again
arethem wishes
from It’s
suggests them
evil). to know
theThus,
remembrance. that despite
psalms have a
suggests endless cycle of crying.
suffering, death women
etc. who
everythingsignificance
particular they
havehave thenot
for beaten/subdued
Jewish
strength prisoners.
here shows herDuffy’s
spirit/taken her faith/religion –
admiration.
clearly D demonstrates these women to be
thejust as brave asit the soldiers who
IfD’s purpose
you’re singing in writing
Also a shows the
football the poem
song – is
extremity
whatconfirmed
of
does here
itsuffering
assert? - returns
that
– who to
eventhe
you plea for
support-
lost their livesbrings
for(turn
theirtocountry/beliefs and thus theyme). deserve to be as
soremembrance
it’s something strong
about me,
yourmenlook toattears.
identity. me, remember
Nazis wanted to wipe out Jews –
honoured/remembered as the men.
leave no trace of them/obliterate their identity. Therefore, she is singing
something that asserts her identity, who she is – this has not been
conquered shows bravery, defiance, championing the culture she was born
into.
Key themes explored in ‘SS’
• Brutality and suffering of war

• Intolerance/Prejudice

• Oppression of women by men

 Purpose of the Critical Essay
• A DISCURSIVE essay on a text

• Presenting an ARGUMENT – a clear line of thought which

is linked throughout and is fully developed.

• Asserting your genuine personal response/interpretation of

the text.

• Conveying a CLEAR FOCUS and fully addressing the task

– not everything you know or can remember about the text.
If you do not answer the ? – the essay will not achieve a pass.
 Features of a Critical Essay
• Don’t forget that you are presenting an ARGUMENT so
you will use the same techniques as in discursive writing:

- Introduction which clearly introduces your line of

argument.
- Clear and fully developed points.
- Justification using evidence (textual evidence such
as quotations) and explanation.
- Clear structure which helps develop argument – topic
sentences, sub-conclusions, linking, transitional markers.

- Conclusion which sums up your argument.

Assessment of a Critical Essay
The assessment criteria is divided into 4 main areas:

• UNDERSTANDING

• ANALYSIS

• EVALUATION

• EXPRESSION
 UNDERSTANDING
Display an UNDERSTANDING of WHAT the text is
about.
WHAT happens in the text
THIS INCLUDES: (understanding of the key aspects
and main issues of the text)
• WHAT the text is about (THEMES
and Writer’s PURPOSE – what are
they saying about the themes, what are
the messages to the reader about the
Human Condition?)

Your Understanding of the texts is vital because if you don’t fully understand
the text then you cannot go on and analyse and evaluate effectively.
 ANALYSIS
Identify and ANALYSE HOW the writer achieves certain
effects and their overall PURPOSE.
THIS INCLUDES: • Identifying TECHNIQUES the
writer uses and explaining their
effects.
• Selecting key quotations and textual
evidence and explaining why they are
importance in the text – what is their
effect, what do they show?
Although you will be looking at individual techniques and focussing on specific
aspects of the text to analyse their immediate effects, it is also crucial that your
Analysis has a more holistic dimension to it, looking at the overall effect of all
the techniques and HOW they help the writer achieve their OVERALL
PURPOSE – this will be linked to the focus of the task.
 EVALUATION
EVALUATE HOW EFFECTIVE the techniques used by
the writer are in achieving their intended effect and
overall purpose.
THIS INCLUDES: • Assessing the effectiveness of the
techniques and the text as a whole
and giving a genuine personal
response.
• Using evaluative language:
successfully, clearly, cleverly, is
effective in…
Even though you must give a personal response, remember that it is a formal
essay so you should not write ‘I think…’
 EXPRESSION

•Expressing yourself well in an essay requires good writing skills:

word choice, sentencing, punctuation, spelling and paragraphing are
all important. It also refers to your use of appropriate critical
terminology, e.g. reference to characterisation; setting; the use of
rhyme.
• Your expression should be formal
and varied and you should use
technical language competently.

You must take responsibility for any areas of weakness and try to address these
by asking for advice or resources to help you.
Critical Essays:

• Focus on the question as fully as possible.

• Select relevant quotation and analyse fully (the
analysis here is the working out in maths.)
• Always write in present tense (the text still exists).

• Use varied and sophisticated vocabulary/sentencing.

• Fully evaluate what the writer/poet/playwright is doing, why
and how this is effective (e.g. 1st person instead of 3rd
person narration in ‘SS’?)

• Link to key themes and the purpose of

writer/poet/playwright – shows a full and comprehensive
understanding of the key features of the text.
 2003, Q14
Answers to questions on poetry should address relevantly the
central concern(s)/theme(s) of the text(s) and be supported by
reference to appropriate poetic techniques such as: imagery, verse
form, structure, mood, tone, sound, rhythm, rhyme,
characterisation, contrast, setting, symbolism, word choice…

Choose a poem in which the poet has created a perfect

blend of form and content.

Show how the poet achieves this and discuss how it

adds to your appreciation of the poem.
 The Critical Essay Structure
INTRODUCTION
The function of the introduction is to clearly introduce the
topic of the essay and set up the line of argument.

KEY COMPONENTS:
• Title of the text, name of writer and type of text
• Introduce focus of essay (the line of argument) – do this by
referring to the task/ use the key words of the ?
• Outline the areas the essay will cover – character, setting etc.
(this ensures you have task and how to approach clear in your
mind.
• Use evaluative/emotive words (e.g. poignantly, harrowing
 Introduction
Carol Ann Duffy’s evocative and brutal
poem ‘Shooting Stars’ is the horrific
account of a Jewish woman about to be
killed by Nazi soldiers in World War II.
Duffy’s use of the dramatic monologue
form in harmony with key features of
content reinforces her message that we
should remember the atrocities committed
against the Jews during WW2.
 Main Argument
You should ALWAYS clearly plan out the aspects of the text
that you are going to deal with in the main argument before you
start writing. Your argument needs to be clear, logical and well
thought through.
Consider:
• What is relevant to the task
• The key points you want to make in each section
• What quotations or textual evidence are you going to use to
illustrate your points.
• The appropriate order of the points/paragraphs
• How you are going to link the points/paragraphs together.
•Varied and complex sentencing:

•e.g. typical topic sentence (too basic/can become

repetitive)

Duffy uses imagery to convey the horrific torture of the

Jewish women by the Nazis.

Through clever and extensive use of imagery, Duffy

harrowingly depicts the torture the Jewish people
endured within the camps.

 Poignantly, the poet exemplifies the barbarity of the

Nazis towards the Jewish, through the horrific and
graphic imagery employed.
Quotation Layout (you can use a mixture of both methods):

If 2 lines or more or if simply too difficult to integrate:

Poignantly, Duffy exemplifies the barbarity of the Nazis towards

the Jewish, through the horrific and graphic imagery employed.
The atrocities committed are described in vivid detail:
‘One saw I was alive. Loosened
his belt. My bowels opened in a ragged gape of fear.’

The graphic and brutal nature of a rape is expertly conveyed

here through the use of enjambment. By….

Remember to drop down a line and separate out the

quotation by indenting it slightly. DO NOT indent the
analysis that follows – it is not a new paragraph (just drop
to next line and continue writing next to the margin.
Or integrating: (tip - use a conjunction)

Duffy poignantly portrays the brutality of the Nazis by

depicting the graphic rape of one of the prisoners, and the
fear and torment she endured as ‘[her] bowels opened in a
ragged gape of fear.’ Thus, …

Duffy highlights to the reader the consequences of

forgetting the past which has ultimately made ‘the world
forever bad,’ as we cannot hope to avoid the repetition of
such atrocities, without, fully understanding why they
occurred.

Remember to use square brackets to help integrate your

quotations more easily. Use […] if you miss any words
out
TheThe title
title
of of
thethepoempoem ‘Shooting
‘Shooting Stars’
Stars’
creates
creates many
many images in
theimages
reader’s in the
mind reader’s
which Duffy
mind.cleverly
It couldemploys
mean the to shooting
suggest the
heroism
of the Jews,of the adorned
Jews. Although
with the Star
on aofliteral
David,
reading
or could
thehave
poet
suggests
a much the deeper
sadistic
meaning.
shooting Imagine
of the Jews,
the beautiful
adorned butwith the
Star
ephemeral
of David,burst thereofislight
a more
flying
profound
throughmeaning
the midnight
also sky
implied.
Imagine
and you thehave
beautiful
Duffy’sbutmetaphor
ephemeral forburst
life itself.
of light
Theflying
through
shooting thestar
midnight
is beautiful
sky and andyou
unique,
have Duffy’s
but it is metaphor
also dying.for
Jewish
Duffy lifeportrays
duringthe WWII:
life of
thethe
shooting
world itself
star as
is beautiful
a short blast
and of
unique,
passion butandit islight,
also which
dying andall must
thuscome
the poetto an
portrays
end. Thethe life of
thetitle
Jewsreinforces
as a short the blast
fact that
of passion
any death,
and nolight,
matter
which how
tragically
comes
dramatic to a orpremature
small, is and
still heroic
brutal end.
and brave.
Subsequently, the
deaths of these peaceful and noble Jews are made all the
more deplorable due to the violent and horrific manner in
•Strengths?
which they were obliterated.
•Areas to improve?
 The poem begins: ‘After I no longer speak, they break our fingers to
salvage my wedding ring.’ The image in the reader’s mind is
horrific. The word ‘salvage’ shows the brutality and greediness of
the Germans who did this to her. This line is written in the present
tense, bringing the events of the Holocaust closer to us and
shocking us greatly with how this woman’s fingers were broken,
Duffy
whilstcleverly
she wasconveys
actuallythe
stillbravery
alive. and noble heroism of the Jewish
woman as she ‘no longer speak[s],’ wishing not to give any
satisfaction to the soldier who has broken ‘[her] fingers to salvage
[her] wedding ring.’ Here we understand that despite the savagery
of this act, this woman stands brave and resolute determined not to
show her pain. This brutal act juxtaposed with the pathetic greed of
the soldier exemplifies the magnitude of the woman’s suffering as
he ‘salvage[s]’ the only possession she has left. Poignantly, Duffy’s
lexical choice here reflects the true horror of the situation as
ironically ‘salvage’ means to save something of value, and here the
most valuable asset of all, this woman’s identity, valour and courage
However,
But this poemthe poet does
is not justnotthesolely
tale offocus on the persona’s
the persona’s acts of acts
of bravery,She
bravery. rather she is making
is unnamed a more universal
and therefore, for me she statement;
could be
the
anyJew
oneexperiencing
of the six million suchJews
tormentwhoisdied
unnamed and therefore,
in the Holocaust.
for
Thismeisshe
a sadcould be anyofone
reminder of the
all the six million
people who died.JewsThe who were
annihilated
persona comes in theacross
Holocaust. Through for
as a heroine, theme,list of namesshe
because
‘Rebecca
attempts to Rachel Ruth
give the Aarona Emmanuel
reader David’ reminder.
sad but important and the lack
of anylists
She punctuation,
the names: Duffy skilfully
‘Rebecca reminds
Rachel Ruth the reader that
Aaron
these lists were
Emmanuel never
David.’ The ending,
lack ofandanythat the people
punctuation who died
reminds the
were
readernotthat
justthese
statistics,
lists gotheyonwere realand
and on, peoplethat who lived and
the people who
breathed.
died were She therefore
not just wishes
statistics, theyus to honour
were real peopleall thewho
brave and
lived
courageous
and breathed. individuals involved, as if we fail to acknowledge
and respect all the lives that were tragically destroyed, we are
failing to honour their memory appropriately.
 Conclusion
The conclusion should bring the essay to a close and sum-
up the argument in an assertive, clear and concise way.

The conclusion is very similar to the introduction in some

ways:
• Re-state Title, Type and author of text
• Clear reference to the task

• Re-assert argument with particular focus on task

and overall purpose of the text (Evaluative stance)

There should be NO new points of analysis or any quotations in

the conclusion
 Conclusion
Duffy creates an intense and
uncomfortable mood in order to stress to
the reader the atrocities and reality of war
from the Jewish woman’s point of view.
The speaker recites the deplorable events
vividly and thus Duffy ensures that they
remain imprinted in our minds, so that we
are better aware of the failings of the past,
and subsequently better prepared to avoid
such horrors reoccurring in the future.
Conclusion

‘Shooting Stars’ is a story of heroic life being destroyed, but it is a

poem with a difference. It does not tell the fanciful tales of the glory
of war, it tells it like it is. It tells of the real heroic people of the
world, the innocent blood of women and children pooling on the
ground in countries such as Iraq and Bosnia. Duffy lets us know
that these events are still going on but ‘the world turns in its sleep’
as if we do not care and have forgotten these terrible events. Yet,
as Duffy says we must ‘Remember’ and her haunting words from
the grave will never be forgotten. We will not forget.